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London, Nov 18 2016 Wynne Harlen Assessment purposes Formative (to - - PowerPoint PPT Presentation
London, Nov 18 2016 Wynne Harlen Assessment purposes Formative (to - - PowerPoint PPT Presentation
CPRT conference on Primary Education: what it is and what it might be London, Nov 18 2016 Wynne Harlen Assessment purposes Formative (to help learning) Summative (to summarise, report and record learning achieved at a certain
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Next steps in learning Judgement of achievement of activity goals for formative use
Evidence
Children
Activity Goals Decision about next steps Interpretation of evidence Decision about how to take next steps Collection of evidence relating to goals Children’s activities
A B C
Model of formative assessment
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Why is it important?
Empirical evidence: review of research by Black
and Wiliam (1998) found that
Implementing formative assessment can raise pupil
achievement and the effect is larger than for any other intervention
Lower-achieving pupils gain most so the gap between
higher and lower achieving pupils is decreased
Theoretical evidence: accords with constructivist
views of learning (cognitive and socio-cultural)
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Theories of learning
Behaviourism (“Learning is being taught” ) Cognitive constructivism (“Learning is individual
sense-making”)
Socio-cultural constructivism (“Learning is
building knowledge as part of doing things with
- thers.”)
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Implications of social constructivist view of learning
Children will be:
working in groups, exploring and manipulating physical materials,
building on their prior experiences and ideas
raising questions
communicating their ideas
listening to the ideas of others
reasoning
arguing from evidence
etc.
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Summative assessment
Generating, collecting, interpreting and reporting evidence of
learning at a particular time
Relates to achievement of medium-term goals (end of year or
stage)
Used for a range of purposes (reporting, certifying
achievement, school and teacher evaluation, etc)
Uses evidence obtained by:
administering tests or examinations summarising observations and records kept over time creating a portfolio of work embedding special tasks in regular activities computer-based tasks some combination of these.
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Problems with tests
Chosen approach because thought to be ‘fair’ but fairness is
not treating pupils in exactly the same way
Only a sample of the range of ideas, skills and content set
- ut in the curriculum
Involve language skills, particularly reading and writing Certain uses of results encourage ‘teaching to the test’ Often used as a guide to what to teach, limiting the
experienced curriculum
The process of testing conflicts with the view of learning.
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Using tests
Does this:
give a valid assessment of learning like this:
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Alternative to tests
For valid assessment pupils need to be involved in
using the skills and ideas that are being assessed
Activities that provide opportunities for learning also
provide opportunities for collecting evidence of progress in learning
When formative assessment is being practised
evidence is being collected about pupils’ ideas and skills across the full range of learning goals
This evidence can be accumulated over time and
brought together for summative reporting.
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Next steps in learning Judgement against activity goals– for formative use Evidence Students
Activity Goals
Decision about next steps Interpretation
- f evidence
Decision about how to take next steps Collection of evidence relating to goals Students’ activities
A B C
Judgement against medium- term goals – for summative use Report Accumulated over several activities
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Using the ‘latest and best’ evidence
Portfolio or computer file of evidence accumulated over the
period for reporting
Earlier pieces replaced by later ones (that is, the ‘latest and
best’)
Involving pupils in the selection (formative assessment) Evidence scanned against medium-term goals In this way:
Summative assessment can cover the full range of learning goals Assessment is consistent with the curriculum – what is taught leads
what is assessed, not vice versa.
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